Activities 2 - 3
Understanding Disability

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Activity Summary

Activity 2:

Students develop an understanding of their disability by meeting with a professional to review their disability documentation.

Activity 3:

Students develop a disability fact sheet through Internet research.

Activities 2 and 3 may set off alarm bells because they deal with helping students come to understand their disability and how it impacts learning. Some parents question why their son or daughter needs to learn about their disability. It is not uncommon for parents to tell teachers that they do not want the disability discussed with their child because of self-esteem issues. This feeling may be more prevalent when a disability is invisible, such as attentional, psychiatric or learning disabilities. However, not knowing about one's disability can hinder the development of self-advocacy skills, which need to be based on an understanding of one’s strengths and limitations. Without complete knowledge of disability, students will not be an effective advocates in college. Of course, the timing of this discussion and these Activities should be a decision based on the needs of each student. We urge that consideration be given to this issue as early as possible and recommend IEP meeting discussions starting in the 9th grade.

Once the student meets with the professional to have their disability and documentation explained, they begin research using the Internet. Processing this information with a trusted adult will be important. A solid understanding needs to be established as they begin figuring out accommodations in the lessons that follow.

Continuing their research on the Internet can be overwhelming. Students may find too little or too much information. Not all information will be accurate. You may want to search out some reliable sites to recommend to your son or daughter. The National Dissemination Center for Children with Disabilities is a good starting point.